Modernization of the preschool education system in the context of the introduction of federal state requirements. Modernization of municipal preschool education systems Modernization of preschool education at the present stage is regulated

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MODERNIZATION OF THE PRESCHOOL EDUCATION SYSTEM

The main task of the Russian educational policy- ensuring modern quality of education based on maintaining its fundamental nature and compliance with the current and future needs of the individual, society and the state. Modernization of education is a political and national task; it should not and cannot be carried out as a departmental project.

The goal of modernization of education is to create a mechanism for the sustainable development of the education system. To achieve this goal, the following priority, interrelated tasks will be solved as a matter of priority:

1) ensuring state guarantees of accessibility and equal opportunities to receive a full-fledged education;
2) achieving a new modern quality of preschool, general and vocational education;
3) the formation in the education system of regulatory, organizational and economic mechanisms for attracting and using extra-budgetary resources;
4) increasing the social status and professionalism of educators, strengthening their state and public support;
5) development of education as an open state-social system based on the distribution of responsibilities between subjects of educational policy and increasing the role of all participants in the educational process - student, teacher, parent, educational institution.

The basis of modern educational policy state is social targeting and balance of social interests. The strategic goals of modernizing education can only be achieved through the process of constant interaction of the educational system with representatives of the national economy, science, culture, healthcare, all interested departments and public organizations, with parents and employers. The modernization of education affects almost every Russian family.

Modernization of the preschool education system, as defined in the Convention on the long-term socio-economic development of the Russian Federation for the period until 2020, is the basis of economic growth and social development of society, a factor in the well-being of citizens and the security of the country. Modernization affects the structure, content, technologies of education and training at all levels of the educational system.

In the Concept of early socio-economic development of the Russian Federation for the period until 2020, a modern model of education focused on improving the quality of education is presented. “A developing society needs modernly educated, moral, enterprising people who can independently make responsible decisions in a situation of choice, predicting their possible consequences, are capable of cooperation, and are characterized by mobility, dynamism, and constructiveness...”

The main goal of the educational policy of the Yaroslavl region in the field of preschool education is to ensure guarantees of accessible and high-quality preschool education, providing equal starting conditions for the subsequent successful education of the child at school.
At the same time, accessibility is characterized by the possibility of choosing a kindergarten, and quality is characterized by the child’s capabilities and abilities to master programs at subsequent levels of education. To improve the quality of educational services, it is necessary for citizens to participate in the development of preschool education (assessing the quality of education, shaping the content of education, investing in preschool education); expansion of organizational forms of preschool education; development and implementation of a new system of remuneration for teachers; introduction of normative per capita financing in the preschool education system (development of standards).
Already at the age of 3-6 years, such key qualities for today's society as creativity and the ability to search for knowledge are formed. Therefore, the modern model of education involves high technologies for the development of imagination, literacy and other basic abilities of children. The basis of modern educational standards is the transition from the mindset of memorizing a large amount of information to the development of new types of activities - design, creative, research. The use of these technologies requires highly qualified educators.

New times dictate new conditions. The range of problems facing a modern teacher is so wide that he is required to have mastery of information technology, the ability to effectively collaborate with other people, make full use of personal resources, and a willingness to pursue his own educational trajectory, ensuring success and competitiveness. Therefore, the training of specialists in the field of preschool education is of particular importance. “Today it is not just a teacher who is in demand, but a teacher-researcher, a teacher-psychologist, a teacher-technologist.”

Creation- the most essential and necessary characteristic of teaching work. Teachers working in the context of modernization of the education system will have to creatively comprehend the new content of teaching and educational material, find more effective ways, forms and methods of labor, moral, aesthetic and physical education. Mastering a higher level of professional skill is designed for highly developed professional thinking and activation of the teacher’s creative potential. In addition, the problem of preparing preschool teachers for teaching activities, as a creative process, is currently acquiring particular significance and urgency.

Modern information society sets before educational institutions, and, above all, before the system of advanced training, the task of training specialists capable of:

1) adapt flexibly to changing life situations, independently acquiring the necessary knowledge, skillfully applying it in practice to solve various emerging problems, in order to be able to find one’s place in it throughout life;
2) think independently critically, be able to see problems arising in reality and look for ways to rationally solve them using modern technologies; clearly understand where and how the knowledge they acquire can be applied in the reality around them; be able to generate new ideas and think creatively;
3) competently work with information (be able to collect the facts necessary to solve a certain problem, analyze them, put forward hypotheses for solutions, make the necessary generalizations, comparisons with similar or alternative solutions, establish statistical patterns, draw reasoned conclusions, apply the findings to identify and solve new problems);
4) be sociable, contactable in various social groups, and be able to work together in various areas.

As a result of increased attention to the early development of children, it will be possible to reduce the number of children in special education programs and significantly improve the quality of results of primary education.

Pre-school education (4-6 years old) exists, as a rule, in the form of pre-school institutions with strictly standardized services, which do not provide sufficiently wide coverage of children with pre-school education services. At the same time, preparation for the next stage of education is sometimes built as a simple transfer of elements of school education to kindergarten/
By 2012, organizations of various forms of ownership will be involved to expand coverage of a variety of preschool education services. Public-private partnership in this area will be expressed in a system of per capita financing of preschool education programs, which implies the possibility of obtaining budget funding by non-governmental organizations providing preschool education services.
At the same time, a fundamental requirement for the new scheme for the provision of preschool education services will be the flexibility of educational programs, their “adjustability” to the different needs of families. Specific options for the new scheme may be preschool education groups at general education institutions, short-stay groups at educational institutions of various types and types, including additional education institutions.

WAYS OF IMPLEMENTATION:

It is necessary to search for pedagogical ideas to update the content and educational technologies in the practice of raising and educating preschool children;
. Modernization of preschool education technologies (introduction of innovative technologies into the educational process).
. Constantly improve the professional skills and prestige of the work of preschool education teachers;
. Create conditions for professional communication, self-realization and stimulation of the growth of creative potential of teachers, dissemination of best practices, introduction of new technologies of training and education; To attract the attention of executive authorities, the scientific community, and the media to the problems of developing the system of preschool education for children;
. Draw the attention of educators to the preschool education of children not enrolled in preschool education.
. Expand the variety of forms of service provision.

In recent years, there has been a positive turn in the education system towards preschool

childhood as a period in which significant educational resources are embedded. Preschool age is the most important period in the development of a child’s personality.

At this age, children receive a basic set of knowledge that they will need in adulthood. And their future ability to be successful and mobile in any socio-economic conditions depends largely on how they live their seven years before school.

Modernization of preschool education is a set of measures aimed at ensuring guarantees of accessible and high-quality preschool education, providing equal starting conditions for the subsequent successful education of the child at school.

modernization of education consists precisely in creating a mechanism for the sustainable development of the education system, ensuring its compliance with the challenges of the 21st century, the social and economic needs of the country’s development, and the needs of the individual, society, and state.

To achieve it, a solution is needed already at the level of preschool education

the following priority, interrelated tasks:

ensuring state guarantees of accessibility and equal opportunities to receive full-fledged preschool education;
achieving a new modern quality of preschool education;
formation in the preschool education system of effective regulatory, organizational and economic mechanisms for attracting and using resources;
increasing the social status and professionalism of preschool education workers, strengthening their state and public support;
development of preschool education as an open state-public system based on the distribution of responsibilities between subjects of educational policy and increasing the role of all participants in educational relations - students, teachers, parents, educational organizations.

Mechanisms for solving these and other problems that are relevant at the present stage of development of preschool education are presented in a number of regulatory documents

different levels:

Federal Law of December 29, 2012 No. 273-FZ “On Education in the Russian Federation”;

The procedure for organizing and implementing educational activities in basic general education programs—preschool educational programs
education (Order of the Ministry of Education and Science of Russia dated August 30, 2013 No. 1014);

Federal State Educational Standard for Preschool Education (
Order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155);

Professional standard “Teacher (pedagogical activities in the field of
preschool, primary general, basic general, secondary general education)
(educator, teacher)" (Order of the Ministry of Labor of Russia dated October 18, 2013 No. 544n, etc.)

Among them, the Federal State Educational Standard for Preschool Education is the main document that sets

new coordinates for the development of preschool education and criteria are identified

its quality. On the basis of this document, relations in the field of preschool education are now regulated in the implementation of educational programs (instead of the federal state requirements canceled from 01/01/2014.

The standard program has been replaced by variable ones, and the unified “kindergarten” has been replaced by different types and types of preschool educational institutions. The search for and independent choice of specific forms of educational work has become the norm for teachers. For a long time, the innovative movement in preschool education did not rely on a scientifically verified strategy for the modernization of preschool education, which would link together its social, organizational, financial, economic, psychological, pedagogical and other priorities.

Directions for modernizing the preschool education system:

· population satisfaction with the quality of preschool education;

· providing conditions that meet modern requirements for the educational process, including in terms of preserving and strengthening the health of students;

· introduction of information and communication technologies into the process of managing preschool education; increasing professional competence and motivational readiness for innovation;

· creation of an information and communication environment that provides parents with the opportunity to increase their competence in matters of development and upbringing of children;

· Public availability.

Achieving an optimal level of development for every preschool child, which will allow him to be successful in school, is one of the priority tasks for the development of preschool education in the Russian Federation. Its solution is impossible without a flexible, multifunctional preschool education system that ensures the constitutional right of every Russian citizen to publicly accessible and free preschool education.

In order to provide each child with that same equal start that will allow him to successfully study at school, it is necessary to standardize the content of preschool education in a certain way, no matter in which educational institution (or family) the child receives it.

The process of standardization of social systems, including educational systems, is a global trend. In Russia, currently, for most levels and stages of education, excluding preschool, federal state educational standards (hereinafter referred to as the Federal State Educational Standard) have been established.

At its core, the Federal State Educational Standard for Additional Education represents a set of mandatory requirements for

preschool education:

to the structure of the basic educational program of preschool education, the conditions for its implementation and the results of its development. As it were, new guidelines have been set for the results of preschool education, new goals and objectives have been set, the structure of the preschool educational program and the requirements for the conditions for its implementation have been changed.

The Federal State Educational Standard proposes the following principles of preschool education:

Full-fledged experience by the child of all stages of childhood;
Enrichment of child development amplification;
Individualization of preschool education;
Cooperation between organizations and families;
Taking into account the ethnocultural situation of children's development.

Orientation of OOP OD. In the Federal State Educational Standard, special emphasis is placed on creating conditions for the socialization and individualization of children as a “minimum program” and their development as a “maximum program”, while the condition for creating a developmental educational environment is put forward as mandatory.

Requirements for the conditions for the implementation of OOP DO. Compared to the FGT requirements, the Federal State Educational Standards for Additional Education distinguishes fewer groups of requirements, and their content is not identical. For example, the Federal State Educational Standard for Educational Education does not have requirements for educational, material, medical, social, and information and methodological support for the educational process. Some became part of the material and technical conditions, some were included in a special group - requirements for a developing subject-spatial environment.

The selection of the last group is due to the focus

preschool education programs to create conditions for the development of preschool children.

The main task of the staff of a preschool organization at the stage of introducing the Federal State Educational Standard for Preschool Education

— carry out a detailed analysis for each group of requirements and identify what conditions

already available in kindergarten, which ones need to be created and what needs to be done for this. In addition, it is necessary to determine what conditions need to be created additionally, based on the characteristics of the functioning of this organization.

For example, modern requirements for personnel conditions provide for staffing an educational organization with qualified personnel who are competent:

in organizing events aimed at improving the health of students
and their physical development;
in organizing various types of activities for students;
in interacting with parents (legal representatives) of students and employees of the educational organization;
in methodological support of the educational process;
in the implementation of information and communication technologies;
in ensuring inclusive approaches to working with preschool children with special educational needs, including those with disabilities
etc.

The head of a preschool organization needs to analyze personnel conditions by answering the questions:

what experience and what qualifications are required from teachers to introduce the Federal State Educational Standard for Education;
do teachers have enough qualifications or do they need additional training,
advanced training (in what, where, in what volumes);
how to organize the selection, advanced training and (or) retraining of personnel for the implementation of the Federal State Educational Standard for Education?

Depending on the characteristics of the preschool organization (for example, the presence of groups

different directions, structural units) there is a need to create additional personnel conditions.

So, if a compensatory group works in a kindergarten, then, taking into account its type, the organization’s staff should include relevant specialists (speech therapists, speech pathologists, typhology and deaf teachers, educational psychologists, etc.), as well as additional educational resources. support staff (for example, assistants for children with visual impairments), etc.

If there is a consultation center for families of preschool children in the kindergarten,

who do not attend this organization, the manager should provide the opportunity

attracting, for example, a social teacher to work in it, or sending educators to appropriate advanced training courses.

Often, during the analysis of personnel conditions, the need to attract employees of third-party organizations is revealed, for example, researchers from universities, research institutes, etc.

Requirements for the results of mastering OOP DO. Instead of the integrative qualities of a preschooler, defined in the FGT as the planned final result of mastering the educational program of preschool education, the Federal State Educational Standard for Preschool Education proposes target guidelines for preschool education.

They are designated as social-normative age characteristics of a child’s possible achievements at the stage of completing the level of preschool education. Of course, guidelines differ from integrative qualities, since they reflect modern ideas about the goals of preschool education.

The specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntariness),

as well as the systemic features of preschool education (non-mandatory level in the Russian Federation, the absence of the possibility of holding a child any responsibility for the result) make it unlawful to demand specific educational achievements from a preschool child. That is why targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. Consequently, the development of preschool education should not be accompanied by intermediate certifications and final certification of students. The results of children’s development, which are monitored by teachers three times a year (at the beginning, middle and end of the year), have not been canceled, but they are intended only so that the teacher can build an individual educational route for each pupil.

The question arises: if children’s knowledge is not assessed, then by what indicators will the activities of preschool educational institutions be assessed?

organizations? The kindergarten now faces challenges related to the development of children

and creating the necessary conditions for their solution. It is these conditions (fulfillment

requirements for the conditions for the implementation of educational educational programs) are the subject of assessment of the activities of the educational organization and the effectiveness of the work of teachers, including from the parent community.

In addition, targets act as the basis for the continuity of preschool

and primary general education and, subject to the above-mentioned conditions, a priori presuppose the formation in preschool children of prerequisites for educational

activities at the stage of completion of preschool education.

As for the child’s preparedness for school, what should he be able to do?

The Federal State Educational Standard for Preschool Education states that it is necessary to develop motivational readiness for learning (after preschool life, a desire to learn should appear), and not just teach the child to read, write, etc.

Thus, at the stage of introducing the Federal State Educational Standard for Education it is necessary to:

analyze and understand the essence of the target foundations (settings and guidelines) of modern preschool education;

compare the tasks and principles of preschool education presented in the FGT and the Federal State Educational Standard for Preschool Education;

determine areas for improving the professional competence of teachers, draw up a work plan for the methodological service of a preschool organization;

analyze the conditions created in each organization, each preschool educational group;

identify and try to level out existing problems that are under the jurisdiction of the preschool organization.

It is clear that one can expect immediate results from recently adopted regulatory

There's no need for documents. But you shouldn’t feel fear of them, which is still present.

So, let's summarize what was said above:

OOP DO is formed as a program of psychological and pedagogical support for positive socialization and individualization, the development of the personality of children and determines a set of basic characteristics of preschool education - volume, content and planned results in the form of targets for preschool education.

The Federal State Educational Standard for Educational Education does not mention as mandatory the principles of integration of educational areas and complex thematic construction of the educational process that have long been accepted and mastered by kindergarten teachers. This fact cannot be taken as their cancellation or a ban on implementation. Of course, they should be used in preschool organizations to the extent necessary for the effective construction of the educational process.

To ensure the introduction of the Federal State Educational Standard for Preschool Education (hereinafter referred to as the Federal State Educational Standard for Preschool Education), it is necessary to carry out a number of activities in the following areas:

creation of regulatory, methodological and analytical support for the implementation of the Federal State Educational Standard for Additional Education;
creation of organizational support for the implementation of the Federal State Educational Standard for Educational Education;
creation of personnel support for the introduction of the Federal State Educational Standard for Education;
creation of financial and economic support for the introduction of the Federal State Educational Standard for Education;
creation of information support for the introduction of Federal State Educational Standards for Additional Education.

Each preschool educational organization is recommended to develop its own action plan to ensure the introduction of the Federal State Educational Standard for Preschool Education, which will be aimed at:

Creation of a system of methodological work to provide support for the introduction of the Federal State Educational Standard for Education
Creation of a working group of preschool educational institutions on the introduction of Federal State Educational Standards for preschool education
Development and approval of a plan - schedule for the introduction of the Federal State Educational Standard for Education in an educational organization
Creating conditions for the participation of teaching staff in educational and methodological associations of the education system
Identifying mentors for young professionals
Participation of management and teaching staff of preschool education to undergo advanced training courses
Participation in seminars and conferences on the introduction of the Federal State Educational Standard for Education. Conducting pedagogical councils and other events in preschool educational institutions for the implementation of the Federal State Educational Standard for Preschool Education
Organization of the work of points for receiving methodological, psychological, pedagogical, diagnostic and advisory assistance to parents of children receiving preschool education
Bringing local acts of educational organizations into compliance with the Federal State Educational Standard for preschool education
Adjustment and implementation of state (municipal) tasks.

And a little for teachers. Today in our country the use of ICT is one of the priorities of education. As a result, new demands are placed on the teacher and his professional competence. A teacher or educator must not only be able to use a computer and modern multimedia equipment, but also create their own educational resources and widely use them in their activities.

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